Archive for January, 2009

Business Driven Education?

Tuesday, January 27th, 2009

Earlier this month, Microsoft, Cisco, Intel announced their backing of the creation of a 21st Century Curriculum. These companies are funding a project that will explore teaching and evaluating skills like critical thinking, teamwork, problem solving, communication, and others Common Core has mentioned before.

The companies are providing funding for at least three years to support a task force that will:

  • -  More precisely define the 21st century skills
  • - Cast them in a form that is measurable and can be assessed, and create the tools to do so
  • - Create “learning environments” that use information and communication technology
  • - Disseminate the knowledge globally

Should businesses dictate what students need to know? It is true that school partnerships with the local business community are often integral to fundraising for special projects, mentoring and tutoring volunteers, providing opportunities for job shadowing, and recognizing teachers, but that is where the collaboration should end. Educators must not let knowledge be overshadowed by a focus on skills. As Common Core Board Member Toni Cortese has said, it is impractical to expect students to “think critically about nothing.” This is no chicken or egg scenario. Building knowledge is the first step; skills follow.

American Academy of Arts and Sciences Humanities Indicators

Monday, January 26th, 2009

By Guest Blogger: Emmanuel Caudillo

The American Academy of Arts and Sciences recently unveiled a series of indicators on humanities in the public schools. The academy’s chief executive officer, Leslie Berlowitz, states:

This is the first set of comprehensive statistical information about the state of the humanities in the United States.

There is data on topics such as the amount of foreign languages classes that students are taking and students’ knowledge of civics and U.S. history. In addition, there is data on educational background of humanities teachers and humanities in American life such as popularity of historic sites and book reading habits of children.

These indicators show why it is important that students are receiving a full liberal arts education. In examining the indicators, it is apparent that the humanities need more focus in the curriculum:

The disappointing performance of students on many of the indicators, including national assessments in history and civics, some experts say, provides evidence that the humanities are given too little attention in the school curriculum.

Overall, these indicators will become useful resources for policymakers and stakeholders who support a rigorous liberal arts curriculum. It will not allow them to analyze trends and problems, but more importantly, it will assist them in promoting the humanities in the curriculum.

More on 21st Century Skills

Friday, January 2nd, 2009

In a U.S. News & World Report article discussing 21st century skills, Andrew Rotherham of Education Sector writes:

While students should leave school with more than just facts in their head, facts do matter, too. Content undergirds critical thinking, analysis, and broader information literacy skills. To critically analyze various documents requires engagement with content and a framework within which to place the information. It’s impossible, for instance, to critically analyze the American Revolution without understanding the facts and context surrounding that event. Unfortunately, state, national, and international assessments show that despite a two-decade-long focus on standards, American schools still are not delivering a content-rich curriculum for all students.

All too often, quality content is missing from the classroom, which is why Common Core is ardently promoting a comprehensive liberal arts and sciences curriculum.  As Rotherham suggests, teaching skills alone will not reverse the dearth of knowledge students have in literature, science, and social studies; only rigorous and rich content will do that.